Student Perceptions of Effectiveness of Case-Based Learning in Orthodontic Education

Abstract

Abstract:Background: Teacher-centered education dominates dental education in China. This report introduced the redesign of an orthodontic course previously delivered in a traditional lecture format into a case-based and studentcentered learning format that focuses on improving students' ability in clinical problem-solving and decision making skills.Methods: Thirty five dental students at the fourth year of a five-year B.D.S. program met in a ten-period series of seminars. Case details with relevant diagnostic records were provided to each student ahead of time. A diagnostic worksheet was used to guide students through the analytical process to develop the diagnosis and treatment plan. Students took turns leading the discussion at each seminar. Instructors served as facilitators and evaluators. Following the last session, a questionnaire was distributed to each student to evaluate the case-based learning program. Results:Responses from students revealed that the case-based orthodontic course was well received. Students commented favorably upon improvement in the aspects of problem lists, diagnosis and treatment planning. Conclusion:It was our initial attempt of using case-based learning format often used in postdoctoral dental education as a curriculum innovation in undergraduate orthodontic education. Our pilot investigation indicated that CBL is worthy of wide use and could be applied in multilevel dental education to develop the dental student's knowledge and skill in comprehensive patient evaluation and diagnosis in preparation for treatment planning.

Dental students’ perceptions of case‐based learning method and the impact of clinical information in imaging diagnosis

“…Initially, the eligible students were grouped to attend a revision lecture on the diagnosis of maxillofacial bone lesions, based on the assumption that having case discussions after a lecture may be more effective 14 …”

“…Initially, the eligible students were grouped to attend a revision lecture on the diagnosis of maxillofacial bone lesions, based on the assumption that having case discussions after a lecture may be more effective. 14 Group 1 was provided with 15 cases of maxillofacial bone lesions. The cases were presented via multimedia projection and consisted of image-based examination (radiographic and/or tomographic).…”

“…[9][10][11] Despite considerable literature addressing the use of CBL in the health sciences curricula, the effectiveness of CBL on improving learning remains largely underinvestigated. 12 In dentistry, CBL might be used to prepare students for future clinical practice, 13,14 especially when decisions must be made on complex and challenging situations, such as image-based diagnosis.…”

Pengaruh penerapan metode pembelajaran case based learning terhadap motivasi dan hasil belajar mahasiswa

“…Hal ini didukung (Walker et al, 2016), bahwa penggunaan metode pembelajaran yang tepat dan berpusat pada mahasiswa dapat membangkitkan motivasi belajar mereka. (Yang et al, 2015 ;Bansal and Goyal, 2017), menyimpulkan bahwa CBL adalah metode atau strategi pembelajaran yang sangat efektif dan memotivasi mahasiswa dalam belajar berpikir untuk menyelesaikan masalah pasien.…”